The major purpose of the project is to determine whether attending school-based PreKindergarten predicted children’s performance on the third-grade TAKS scores in reading and math. The results show small but significant differences with eligible children who attended Pre-K performing better on both reading and math third-grade standardized tests. The performance differential associated with Pre-K is greatest for the most disadvantaged children – those from very poor families and those who qualified by virtue of both family income and limited English proficiency.